Multicultural education, pragmatism, and the goals of science teaching

Detalhes bibliográficos
Autor(a) principal: El-Hani, Charbel Niño
Data de Publicação: 2007
Outros Autores: Mortimer, Eduardo Fleury
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFBA
Texto Completo: http://repositorio.ufba.br/ri/handle/ri/14463
Resumo: Texto completo: p. 657-702
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spelling El-Hani, Charbel NiñoMortimer, Eduardo FleuryEl-Hani, Charbel NiñoMortimer, Eduardo Fleury2014-01-23T18:52:12Z20071871-1502http://repositorio.ufba.br/ri/handle/ri/14463v. 2, n. 3Texto completo: p. 657-702In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving’s epistemological pluralism, pragmatist philosophies, Southerland’s defense of instructional multicultural science education, and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing with cultural differences, according to which social argumentative processes—including those in science education—should be marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding of the scientific discourse in particular. We argue for “inclusion” of students’ culturally grounded ideas in science education, but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of “science” so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always take in due account the diversity of students’ worldviews, giving them room in argumentative processes in science classrooms, but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about how learning is to take place in culturally sensitive science education, and about communicative approaches that might be more productive in science classrooms organized as we propose here. We employ the conceptual profile model to address both issues. We expect this paper can contribute to the elaboration of an instructional multicultural science education approach that eliminates the forced choice between the goals of promoting students’ understanding of scientific ideas and of empowering students through education.Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2014-01-22T14:37:19Z No. of bitstreams: 1 art%3A10.1007%2Fs11422-007-9064-y.pdf: 345705 bytes, checksum: bd4af07b217a768c7e96b7e1c07a99e2 (MD5)Approved for entry into archive by Alda Lima da Silva (sivalda@ufba.br) on 2014-01-23T18:52:12Z (GMT) No. of bitstreams: 1 art%3A10.1007%2Fs11422-007-9064-y.pdf: 345705 bytes, checksum: bd4af07b217a768c7e96b7e1c07a99e2 (MD5)Made available in DSpace on 2014-01-23T18:52:12Z (GMT). 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dc.title.pt_BR.fl_str_mv Multicultural education, pragmatism, and the goals of science teaching
dc.title.alternative.pt_BR.fl_str_mv Cultural Studies of Science Education
title Multicultural education, pragmatism, and the goals of science teaching
spellingShingle Multicultural education, pragmatism, and the goals of science teaching
El-Hani, Charbel Niño
Multiculturalism
Conceptual profile
Pluralism
Pragmatism
Science education
Goals
title_short Multicultural education, pragmatism, and the goals of science teaching
title_full Multicultural education, pragmatism, and the goals of science teaching
title_fullStr Multicultural education, pragmatism, and the goals of science teaching
title_full_unstemmed Multicultural education, pragmatism, and the goals of science teaching
title_sort Multicultural education, pragmatism, and the goals of science teaching
author El-Hani, Charbel Niño
author_facet El-Hani, Charbel Niño
Mortimer, Eduardo Fleury
author_role author
author2 Mortimer, Eduardo Fleury
author2_role author
dc.contributor.author.fl_str_mv El-Hani, Charbel Niño
Mortimer, Eduardo Fleury
El-Hani, Charbel Niño
Mortimer, Eduardo Fleury
dc.subject.por.fl_str_mv Multiculturalism
Conceptual profile
Pluralism
Pragmatism
Science education
Goals
topic Multiculturalism
Conceptual profile
Pluralism
Pragmatism
Science education
Goals
description Texto completo: p. 657-702
publishDate 2007
dc.date.issued.fl_str_mv 2007
dc.date.accessioned.fl_str_mv 2014-01-23T18:52:12Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://repositorio.ufba.br/ri/handle/ri/14463
dc.identifier.issn.none.fl_str_mv 1871-1502
dc.identifier.number.pt_BR.fl_str_mv v. 2, n. 3
identifier_str_mv 1871-1502
v. 2, n. 3
url http://repositorio.ufba.br/ri/handle/ri/14463
dc.language.iso.fl_str_mv eng
language eng
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.source.pt_BR.fl_str_mv http://dx.doi.org/10.1007/s11422-007-9064-y
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFBA
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